This is the first in a two-part practice series about the Disability Standards for Education (DSE).
Understanding the Disability Standards for Education I (this practice)
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In busy classrooms, all students need clear and explicit directions in order to respond readily and appropriately. Challenges with social communication, interaction, expressive a... Read more
The full name for this practice is Teachers cultivate meaningful relationships by interacting positively and respectfully with every student.
By having positive and respectful in... Read more
Visual supports include pictures, such as stick-figure drawings, photographs or cartoons, and words, i.e., written materials. You can support students to access and understand in... Read more
Many students on the autism spectrum prefer clear and concrete social cues but social interactions during adolescence and in the context of school are more likely to be complex, ... Read more
Sometimes you might only become aware immediately before the task is due that a student hasn’t:
understood the task requirement
kept track of deadlines on assignments.
You can... Read more
Student belonging is the feeling of fitting in, being valued, liked and respected within the classroom. Feeling a sense of belonging is important for all students to achieve thei... Read more
For some students on the autism spectrum, the sensory environment, academic demands, executive functioning requirements and social aspect of school can be overwhelming and make t... Read more
Predictable classroom routines can help to alleviate anxiety in students who become stressed or anxious about classroom expectations and the sequence of upcoming events. You can ... Read more
Teach self-regulation is the abbreviated name of the practice Teachers foster self-regulation in students by providing systematic instruction.
Emotional and behavioural self-regu... Read more
